The goal states the purpose of the task; the role explains student involvement in the scenario; the audience identifies the people the students address; the situation explains the scenario; the product is the tangible evidence of student understanding; and the standards/criteria describes how students can complete the task successfully.
G
1. Your task is to create note-cards with key terms and definitions relevant to the Circulatory System (CS)
2. Your task is to create a poster that represents important facts about the function of the circulatory system.
3. Your task is to correctly identify the body parts associated with the Circulatory System
4. Your task is to create a video discussing the various diseases associated with the Circulatory System and how to avoid them (if possible)
R
You goal is a researcher for numbers 1-3. You need to research the information to come to facts related to the CS.
Pertaining to Number 4 above: You are the doctor, patient, or newscaster and you need to convey the data obtained during the doctor/patient scenario to help your classmates understand the importance of maintaining a healthy CS.
A
You are letting your classmates know, as representations of the U.S. population the importance of a healthy CS.
S
Your challenge is to gather symptoms, record a possible prognosis, give treatment possibilities (if any) and document these within a 5 minute video.
P
You will create a poster as a group with key information about the circulatory system. You will also create notecards with terminology and definitions for review for the terminology quiz. You will accurately name the different components of the CS on the outline sheets. You will create a 5 minute long video explaining a particular disease of the CS, the symptoms, the treatment, and how to prevent it (if applicable)
S
You will have rubrics to explain how video, poster, and scenario will be assessed.
Performance Task Narrative: The scenario will take place at a doctor’s office. The patient from each other groups will enact as though s/he is sick and call the doctor to make an appointment because s/he has symptoms. The patient will come to see the doctor and the doctor will call in his two resident doctors and the doctor at that time will ask the patient to describe his or her symptoms. The doctor will inform the patient that s/he has this disease. Research will then be done and based on their research they will return and give a possible diagnosis as well as the cures associated with the disease. The patient and the doctor will be journaling all symptoms of the disease. Then the two resident doctors will return and they will inform the patient what they think he/she has based on what they know about the diseases of the Circulatory System.
Facets of Understanding Use of Facets in this Unit / Lesson
Explanation- theories which provide justifiable accounts of events, actions, and ideas
1. Create posters explaining the key components of the CS 2. Create a video explaining the different diseases associated with the CS.
Interpretation Interpretations, narratives, and translations that provide meaning
Identify diseases associated with the CS based on their symptoms
Application Ability to use knowledge effectively in new situations and diverse contexts
Use new knowledge to help identify what's going on in the other students doctor/patient scenarios as well as in their blogs
Perspective Critical and insightful points of view
1. Discuss the factors a person can and cannot control in reference to maintaining a healthy CS. 2. Discuss the various diseases people suffer from when they do not have a healthy CS.
Empathy The ability to get inside another person’s feelings and worldview
1. Reflect on how people feel when they are suffering from different diseases related to the CS. How does it impact their lives?
Self-knowledge The wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding
Write a blog entry on the classroom website explaining your thoughts, insights, and learnings on this subject.
Video Rubric
4
3
2
1
Time
3-5 minutes in length
Over/Under by no more than 30 seconds
Over/Under by 30 seconds to 1 minute
Over/Under by more than 1 minute
Participation
All members involved in video
Only 3 members involved in video
Only 2 members involved in video
Only 1 member involved in video
Video Content
Excellent inclusion of project information, details and facts
Good inclusion of project information, details, and facts
Fair inclusion of project information, details
No inclusion of project information, details, and facts
Quality of Presentation
Excellent - members able to be heard, logical progression of materials, members displayed a lot of enthusiasm and inflection
Good - a few moments when members couldn't be heard, some disorganization of thoughts and material, members had some enthusiasm and inflection
Fair - many moments when members couldn't be heard, several incidents of disorganization of thoughts and material, Little enthusiasm and inflection
Poor - members could not be heard at all, no organization of thoughts and material, no enthusiasm and inflection
TOTAL /16
Group members
Poster Rubric
4
3
2
1
Grammar and Spelling
No misspelled words or grammatical errors
1-2 misspelled words or grammatical errors
3-4 misspelled words or grammatical errors
5 or more misspelled words or grammatical errors
Organization
Very neat and well organized
Some disorganization of material or messy areas
Many incidents of disorganized material or messy areas
No organization of material or very messy
Components
Included all 3 components: title, color, and pictures
Missing 1 component: title, color, or pictures
Missing 2 components: title, color, or pictures
Missing all 3 components: title, color, and pictures
Facts
Included 5 or more facts
Included 3 or 4 facts
Included 1 or 2 facts
Included no facts
Completion
On Time
1 day late
2 days late
3 or more days late
TOTAL /20
Group members
Doctor/Patient Scenario Rubric
4
3
2
1
Participation in scenario
All students on task and engaged throughout activity
A few incidents of students off task and not engaged throughout activity
Several incidents of students off task and not engaged throughout activity
Students completely off task and not engaged throughout activity
Journal Entry
Included all components for disease: symptoms, diagnosis and treatment
Missing one component: symptoms, diagnosis or treatment
Missing 2 components: symptoms, diagnosis or treatment
No journal entry
Information and Results during scenario
Excellent analysis of information and detailed information provided
Satisfactory analysis of information with some detail
Poor analysis of information and very little detail
No analysis of information and no detail
TOTAL /12
Group members
Other assessments: (observations, quizzes, reflections)
GRASPS-
2. Your task is to create a poster that represents important facts about the function of the circulatory system.
3. Your task is to correctly identify the body parts associated with the Circulatory System
4. Your task is to create a video discussing the various diseases associated with the Circulatory System and how to avoid them (if possible)
Pertaining to Number 4 above: You are the doctor, patient, or newscaster and you need to convey the data obtained during the doctor/patient scenario to help your classmates understand the importance of maintaining a healthy CS.
Performance Task Narrative: The scenario will take place at a doctor’s office. The patient from each other groups will enact as though s/he is sick and call the doctor to make an appointment because s/he has symptoms. The patient will come to see the doctor and the doctor will call in his two resident doctors and the doctor at that time will ask the patient to describe his or her symptoms. The doctor will inform the patient that s/he has this disease. Research will then be done and based on their research they will return and give a possible diagnosis as well as the cures associated with the disease. The patient and the doctor will be journaling all symptoms of the disease. Then the two resident doctors will return and they will inform the patient what they think he/she has based on what they know about the diseases of the Circulatory System.
Facets of Understanding Use of Facets in this Unit / Lesson
2. Create a video explaining the different diseases associated with the CS.
Interpretations, narratives, and translations that provide meaning
Ability to use knowledge effectively in new situations and diverse contexts
Critical and insightful points of view
2. Discuss the various diseases people suffer from when they do not have a healthy CS.
The ability to get inside another person’s feelings and worldview
The wisdom to know one’s ignorance and how one’s patterns of thought and action inform as well as prejudice understanding
Video Rubric
Doctor/Patient Scenario Rubric
Other assessments: (observations, quizzes, reflections)